Authority Structure of Saskatchewan Schools Provincial Government Department of Education School Board School Community Councils Principal Vice-Principal(s) Department Heads Teachers Paraprofessionals and Staff Regional Offices Local Boards PTA/ Home & School S.S.T.A L.E.A.D.S. S.T.F.
Three Regional Offices: Northern Region, Central Region, Southern Region
each Regional Office is headed by a Regional Director
formal liaison between school divisions and Sask. Learning
provide assistance to Divisional Administrators and School Boards
provide liaison with other Departments of Government (e.g., Social Services, Health, Justice, etc.)
employ Co-ordinators of Curriculum and Special Education
Three Administrative Regions
School Divisions, by Location, 1991-92 to 2008-09 As of January 2010, there are 29 Boards as potential employers. Figure 11b: Total Number of Saskatchewan Schools, by School Location and School Type, 2003-04 to 2008-09 Note: This figure shows schools in the 29 school divisions in Saskatchewan, including independent schools associated with a school division. The classification of a school as urban, rural or north is determined by school address. If it has a city address, it the school assumed that the school serves urban students. Addresses with site numbers are assumed to be rural. Separate schools include those in Roman Catholic separate school divisions and one Protestant separate school division. The one Francophone school division is called the Conseil des écoles fransaskoises (CÉF). Source: Ministry of Education. (2009). Education Finance and Facilities. Regina, SK
85(1) Subject to section 86 . . ., a board of education shall:
(a) administer and manage the educational affairs of the school division in accordance with the intent of this Act and the regulations;
(b) exercise general supervision and control over the schools in the school division and make any bylaws with respect to school management that may be considered necessary for effective and efficient operation of the schools;
(c) subject to the other provisions of this Act, approve administrative procedures pertaining to the internal organization, management and supervision of the schools, but educational supervision authorized by the board of education is to be subject to the approval of the department;
generally assigned a specific area or areas of responsibility, i.e., personnel, special education, student services, etc.) or responsibility for a particular “family” of schools in a large school system
Consultants (Appointment, E-0.1 Reg 1 § 7)
frequently highly qualified and experienced “Master Teachers,” appointed by the Board on a term contract
duties not specified in the Act
generally assigned to provide leadership in a specific curricular area or areas (i.e., language arts, sciences, physical education, arts education, library, etc.)
School Councils Provincial Government Department of Education School Boards School Community Council The School Regional Offices Local Boards Home & School All Other Associations
Who is on a School Community Council “ Membership of school community council Subject to the regulations and the policies of its board of education, every school community council shall consist of: (a) no fewer than five and no more than nine elected members to represent parents of pupils and community members; and (b) appointed members. Terms of office Subject to subsection (2), each elected member of a school community council holds office for two years and is eligible for re-election.
(a) undertake activities to enhance its understanding of the community’s economic, social and health needs, aspirations for pupils’ learning and well-being, and resources and supports for the school, parents, guardians and community;
(b) in co-operation with the school staff, develop and recommend to its board of education for approval a learning improvement plan that is in accordance with the school division’s strategic plan;
(c) perform any activities assigned to it in a learning improvement plan approved by the board of education;
(d) communicate annually to the parents, guardians and community members about its plans, initiatives and accomplishments;
(e) account publicly for the expenditure of funds related to the operation of the school community council;
(f) participate in orientation, training, development and networking opportunities in order to enhance its capacity to fulfill its responsibilities; and
(g) not discuss or disclose personal confidential information about or complaints about any pupil, family member or guardian of any pupil, teacher, administrator or other employee of or member of the board of education.
(a) provide advice and recommendations to the board respecting policies, programs and educational service including fundraising, school fees, pupil code of conduct, discontinuance, school closure, religious instruction, instruction but not including educational service delivery by a specific teacher;
(b) provide advice to the school staff respecting school programs; and
(c) provide advice to other organizations, agencies and governments on the learning needs and well-being of pupils.
175 (1) Subject to the stated policies of the board of education or the conseil scolaire and to the regulations, a principal, under the supervision of the director, shall be responsible for the general organization, administration and supervision of the school, its program and professional staff for administrative functions that pertain to liaison between the school and the board of education or the conseil scolaire and its officials.
(2) The principal shall:
(a) organize the program of courses and instruction approved by the board of education or the conseil scolaire for the school;
(b) assign, in consultation with members of the teaching staff, the duties of each member of the teaching staff;
(c) prescribe the duties and functions of assistants and support staff;
(d) exercise general supervision over the work of:
(i) all members of his or her staff; and
(ii) supervise other employees of the board of education or the conseil scolaire whose duties relate directly to the care and maintenance of the school building and its facilities;
(e) exercise general supervision over the well-being and good order of pupils while the pupils are at school or participating in school activities;
(f) provide leadership for enhancement of the professional development of staff;
(g) cooperate with the universities in programs for the education and training of teachers;
(h) conduct, in cooperation with the teaching staff, a continuing program of planning and evaluation with respect to the objectives, curriculum, pedagogy and effectiveness of the instructional program of the school;
(i) define and prescribe the standards of the school with respect to the duties of pupils and give direction to members of the teaching staff and to pupils that may be necessary to maintain the good order, harmony and efficiency of the school;
(j) administer or cause to be administered any disciplinary measures that are considered proper by him or her and that are consistent with this Act;
(k) establish, in consultation with the teaching staff, the procedures and standards to be applied in evaluation of the progress of pupils and in making promotions;
(l) develop, in cooperation with the teaching staff, procedures for preparation of reports to parents or guardians on the progress of pupils and establish mutually acceptable and beneficial channels for communication between the school and parents or guardians of pupils;
(m) maintain regular liaison with the director with respect to all matters pertaining to the well-being of the school, the staff and the pupils;
(n) advise and make recommendations to the director with respect to the staffing of the school;
(o) prepare and furnish to the director, the board of education or the conseil scolaire and the department any reports and returns that may be required from time to time with respect to the school; and
(p) exercise leadership in cooperation with the director and the board of education or the conseil scolaire in the promotion of public involvement in educational planning directed towards the improvement of education in the school and in the school division or the francophone education area.
Under the direction of the Principal and within the policies and regulations of the Board and as may be required by law, the incumbent shall assist with the general administration of the school and shall assume responsibility for leadership and coordination of the instructional program in one or more assigned subject areas.
231 (1) A teacher is responsible, in cooperation with staff colleagues and administrative authorities, for:
(a) advancing the educational standards and efficiency of the school;
(b) participating in educational planning by the staff and the board of education or the conseil scolaire; and
(c) advancing his or her personal professional competence.
(2) A teacher shall:
(a) diligently and faithfully teach the pupils in the educational program assigned by the principal;
(b) plan and organize the learning activities of the class with due regard for the individual differences and needs of the pupils;
(c) cooperate with colleagues and associates in program development and teaching activities pertaining to the class and individual pupils;
(d) maintain, in cooperation with colleagues and with the principal, good order and general discipline in the classroom and on school premises;
(e) conduct and manage assigned functions in the instructional program in accordance with the educational policies of the board of education or the conseil scolaire and the applicable regulations;
(f) keep a record of attendance of the pupils for statistical purposes in the form that the department may prescribe or in any other form that may be recommended by the principal and approved by the minister;
(g) report regularly, in accordance with policies of the school approved by the board of education or the conseil scolaire to the parent or guardian of each pupil with respect to progress and any circumstances or conditions that may be of mutual interest and concern to the teacher and the parent or guardian;
(h) participate, under the leadership of the principal, in developing cooperation and coordination of effort and activities of members of the staff in accomplishing the objectives of the school;
(i) exclude any pupil from the class for overt opposition to the teacher's authority or other gross misconduct and, by the conclusion of that day, report in writing to the principal the circumstances of that exclusion;
(j) furnish, on request, to the board of education or the conseil scolaire, the director, the principal or the minister, any data or information in the teacher's possession respecting anything connected with the operation of the school or in any way affecting its interests or well-being.
(k) deliver up any school records or other school property of the school division or conseil scolaire in the teacher's possession when leaving the employment of the board of education or the conseil scolaire or when requested in writing by the board of education or the conseil scolaire to do so;
(l) exclude from the teacher's classroom any pupil suspected to be suffering from, or of being convalescent from, or in contact with, a communicable disease and immediately report that exclusion to the principal who shall give notification of the exclusion and the reasons for it to the medical health officer;
(m) re-admit to the classroom, on production of a written certificate from the medical health officer, any pupil who has been excluded pursuant to clause (l);
(n) cooperate with the colleges of education of the universities in the education and training of teachers in accordance with the regulations and any policies of the board of education or the conseil scolaire with respect to access to the school and its facilities for that purpose;
(o) attend regularly all meetings of the staff convened by the principal or the director;
(p) advance or promote pupils in their work in accordance with the promotion policies of the school and under the general supervision of the principal; and
(q) cooperate with supervisors, consultants and other personnel, and undertake personal initiatives in activities intended or designed to enhance in-service professional growth and the development of professional competence and status.
While assignments vary a great deal, the following are common types of duties:
Work with a particular student or students under the supervision of a Speech and Language Pathologist
Work in Community School, planning and implementing large group activities, doing community liaison work, etc.
Work one-on-one with a physically disabled or mentally handicapped child (e.g., teaching motor skills and/or behavioral/social skills, hygiene care, feeding, etc.)
Work as a library technician (controversial role)
Structure of the S.T.F. Executive Council Special Subject Councils General Staff Administrative Staff Ad Hoc Committees Advisory Committees Discipline Committee Professional Competency Committee Saskatchewan Teachers Local Associations Executive and Operative Legislative and Operative
§4 of the Saskatchewan Teachers Federation Act
(1) The objects of the Federation shall be:
(a) to promote the cause of education in Saskatchewan;
(b) to raise the status of the teaching profession;
(c) to promote and safeguard the interests of teachers and to secure conditions which will make possible the best professional service;
(d) to influence public opinion regarding educational problems
(e) to secure for teachers a greater influence in educational affairs;
(f) to afford advise, assistance and legal protection to members in their professional duties and relationships.
(2) The Federation may take any measure, not inconsistent with this Act, that it deems necessary in order to give effect to any policy adopted by it with respect to any question directly or indirectly affecting teachers.